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AHDS Annual Conference 2016 - Alison Drever
- 1. Transforming lives through learningDocument title Alison Drever, Gail Copland, Cara Cooper, Sharon Hayward Sharing ideas and examples
- 2. Transforming lives through learningDocument title
- 3. Transforming lives through learningDocument title ‘We will work with schools to focus the curriculum to meet children’s needs fully and close the gap in early years settings and primary schools. For example, we will share and develop ways in which the vocabulary gap can be closed through a literacy-rich curriculum in P1-3 from August 2016. We will expect all schools to have clear strategies in place across the curriculum in school session 2016-17 to reduce the gap in their context.’ Delivering Excellence and Equity in Scottish Education, p4
- 4. Transforming lives through learningDocument title bit.ly/alisonsbit
- 5. Transforming lives through learningDocument title bit.ly/alisonsbit AHDS Resource Round-up Nov ‘16 AHDS SAC summary of examples shared
- 6. Transforming lives through learningDocument title Session structure 1. Introduction 2. Curriculum 3. Tracking and monitoring 4. Pedagogy 5. Literacy
- 7. Transforming lives through learningDocument title Session structure 1. Introduction 2. Curriculum 3. Tracking and monitoring 4. Pedagogy 5. Literacy
- 8. Transforming lives through learningDocument title A solid foundation? Curriculum rationale
- 9. Transforming lives through learningDocument title
- 10. Transforming lives through learningDocument title
- 11. Transforming lives through learningDocument title
- 12. Transforming lives through learningDocument title • Nurturing principles • Literacy • Ensure high quality learning and progress for all
- 13. Transforming lives through learningDocument title
- 14. Transforming lives through learningDocument title
- 15. Transforming lives through learningDocument title Assessment information
- 16. Transforming lives through learningDocument title
- 17. Transforming lives through learningDocument title
- 18. Transforming lives through learningDocument title Session structure 1. Introduction 2. Curriculum 3. Tracking and monitoring 4. Pedagogy 5. Literacy
- 19. Transforming lives through learningDocument title To consider…. To what extent do you have a shared understanding of what the curriculum in your school is aiming to achieve for the children? How have you done this? How are you developing tracking and monitoring processes in your school? What are the strategies/interventions you have in place that support consistently high standards of attainment for all children?
- 20. Transforming lives through learningDocument title Session structure 1. Introduction 2. Curriculum 3. Tracking and monitoring 4. Pedagogy 5. Literacy
- 21. Transforming lives through learningDocument title Session structure 1. Introduction 2. Curriculum 3. Tracking and monitoring 4. Pedagogy 5. Literacy
- 22. Transforming lives through learningDocument title To consider…. To what extent do you have a shared understanding of what the curriculum in your school is aiming to achieve for the children? How have you done this? How are you developing tracking and monitoring processes in your school? What are the strategies/interventions you have in place that support consistently high standards of attainment for all children?
- 23. Transforming lives through learningDocument title Contact details Alison.Drever@educationscotland.gsi.gov.uk Gail.Copland@educationscotland.gsi.gov.uk Sharon.Hayward@educationscotland.gsi.gov.uk Cara.Cooper@educationscotland.gsi.gov.uk
Editor's Notes
- These are the main components which support the development / ongoing review of a curriculum rationale. Schools will work with these in different ways and at different times to suit their own context. Although one order of addressing these is suggested by the arrows it may be helpful to use the blank version of the diagram to add arrows which reflect your own context and steps towards developing / reviewing the curriculum rationale.
- 2.2.2 Have knowledge and understanding of the schools and learning communities in which they teach and their own professional responsibilities within them understand the importance of making a commitment to the distinctive ethos in all areas of the learning community; 2.3.1 Have knowledge and understanding of relevant educational principles and pedagogical theories to inform professional practices have knowledge and understanding of the ways in which natural, social, cultural, political and economic systems function and of how they are interconnected to professional practice. 3.1.5 Work effectively in partnership in order to promote learning and wellbeing create and sustain appropriate working relationships with all staff, parents and partner agencies to support learning and wellbeing, taking a lead role when appropriate.
- These are the main components which support the development / ongoing review of a curriculum rationale. Schools will work with these in different ways and at different times to suit their own context. Although one order of addressing these is suggested by the arrows it may be helpful to use the blank version of the diagram to add arrows which reflect your own context and steps towards developing / reviewing the curriculum rationale.